Emotional Quotient Research Articles

Analysis of The Correlation Between Gratitude and Emotional Intelligence Among University Students

People with a high level of emotional intelligence can keep their feelings under control, both towards other people and towards themselves. As a result, it has been discovered that practicing gratitude can help students improve their emotional intelligence. This research aimed to investigate the connection between being grateful and having high levels of emotional intelligence among students. The investigation utilized a quantitative method and a design based on correlation. This research was carried out with the participation of 91 total students. Two scales were used in the data collection: a 15-item Emotional Intelligence Scale and the Development and Validation of the Islamic Gratitude Scale (IGS-10), created by Ahmad Rusdi in 2021 to measure thankfulness. The analysis of the data showed that gratitude and emotional quotient are positively correlated with one another. This suggests that greater levels of gratitude are connected with greater levels of emotional intelligence; hence, this demonstrates that gratitude can increase students' emotional intelligence and should be emphasized in educational settings.

Relationship of Emotional Intelligence with academic scores and gender in students of Masters in Health Professions Education (MHPE) at a Public Sector University.

To determine the correlation between Emotional Intelligence (EI) scores and academic scores and identify other factors that have a relationship with EI. Cross-sectional analytical study was conducted in the year 2021 on 52 students enrolled in three batches of the MHPE program of a public sector university in Karachi. Data was collected by using Sterrett's Emotional Quotient Self-Assessment Checklist along with a self-constructed form for obtaining demographic profile information. Descriptive analysis was done by calculating percentage, mean and standard deviation. The correlation was done by using Spearman rho and association was tested by Chi-square. Data from forty-one participants showed that the majority need to improve their EI. Females and married participants had higher EI scores. There was a significant positive correlation between EI scores and academic performance but no significant association was found between EI and gender of the participants. The study showed that EI competencies have a strong positive correlation with the academic performance of MHPE students. Hence, it emphasizes the need for including development of EI in the outcomes and curricula of the existing MHPE program.

An investigation of emotional intelligence and counselling self-efficacy among counsellors-in-training

<span lang="EN-US">The challenges faced by the counsellors-in-training are enormous. Therefore, investigating emotional quotient (EQ) and counselling self-efficacy among counsellors-in-training is crucial. This study aimed to examine the EQ and counselling self-efficacy levels among counsellors-in-training and investigate the relationships between these variables. A total of 373 counselling students from three universities in the Northern Peninsular of Malaysia have participated in this study. This study involved a quantitative method using survey as a data collection technique and also employed a convenience sampling procedure. There were two questionnaires used in this study, namely Bar-On emotional quotient inventory (EQ-i) and counselling self-estimate inventory. The results showed that there was a significant correlation between EQ and counselling self-efficacy which all sub-constructs for both measures are well-associated with each other. In conclusion, these two variables are essential to ensure counselling students would move toward a better developing identity of counsellors-in-training and encourage the growth of professional competency among trainee counsellors in the future. Hence, it is vital for the government to ensure that quality counselling services should be provided for the community to deal with this problem.</span>

A 10-year longitudinal study of dental students' emotional intelligence and the impact of COVID-19.

Emotional intelligence (EI) supports the clinical and social competencies of a practicing dentist. Reuven Bar-On's EI model is an array of inter-related emotional and social competencies, skills, and behaviors, which consist of five key domains: Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management, and associated with the domains are 15 emotional quotient (EQ) subskills. This study measured the impact of COVID-19 on dental students' EI by comparing measures pre-COVID-19 and during COVID-19 matriculation. This retrospective longitudinal study measured EI with the EQ-i 2.0 for higher education. Dental students completed an EQ-i 2.0 assessment (Attempt) at the beginning of matriculation, at the mid-point, and prior to graduation. Ten groups were included, of which the first three completed matriculation prior to the pandemic and the remaining seven matriculated during timeframes intersecting at different times during the pandemic. A paired t-test dependent sample of means (p≤0.05) compared EQ scores for each attempt for all groups. The study compared means for three EQ attempts with the t-test independent sample of means (p≤0.05) for cohorts matriculating pre-COVID-19 and during COVID-19. The pre-COVID-19 groups showed significant increases in EQ with each subsequent attempt. COVID-19-impacted groups demonstrated significant increase in Stress Tolerance and significant decreases, most notably in the domains of Interpersonal and Self-Perception, and subscales of Optimism and Happiness. COVID-19-related stressors impacted dental students' EI as multiple EI areas declined significantly. Dental educators should minimize organizational stressors and support EI during years 2 and 3 of matriculation.

Adopting Emotional Intelligence in Career Decision Making Difficulties

This article interests in exploring the role of adopting emotional intelligence (EI) in career decision making difficulties; meanwhile, discussing the examination of Bar-On Emotional Quotient inventory, and decision-making difficulties due to reviewing the literature and analyzing their discussions on both EI, and the three-career decision- making difficulties (lack of Readiness, Lack of Information, and Inconsistent Information). It shows the unique role of EI in career decision making difficulties, it offers new approaches toward finding new factors of EI in career decision making. Although, adopting EI has its significant role in decision- making but, still career decision making difficulties should be discussed more seriously in other cultures.

Emotional and Synesthetic Test of Hypnosis Induction with Video to relieve the patient from psycho-physical pain

Introduction: Emotions consist of patterns of physiological changes associated with behaviors. The urgency of putting them into action accompanied by emotional sensations that determine behavior and adaptive functions have guided the evolution of our brain. Emotions are also called "response frames" and their neuronal and hormonal control affects moral judgments and social behaviors. Historically, their expressions and recognitions have also been addressed to examine the nature of the sensations that accompany the different emotions [1]. With Multidisciplinary Team ABA, we have done two Tests on Emotions and Synesthesia in Google Tool and Video-EBT-CVS test to induce in a gradual state of hypnosis, patients properly evaluated and in the management of emotions during the Covid and post-pandemic Covid. With the aim of teaching him to recognize and manage emotions with a gradual induction to a pseudo-hypnopompic state to tell us spontaneous story of their memories that, with a meditative music, lets flow and induce first an initial induction of emotions and final recognition of their emotions and others. Clinical study: The dissemination of the Tool Emotional/Synesthesia Battery Test among adults and students at Italian schools is in an early stage, but the partial data received until now, with informed consensus, are only 19 in total and among these only 5 patients have, for health reasons that we specify in detail below, have agreed to perform the preliminary evaluation tests after the EBT/CVS Tool of 90 minutes maximum with the aim to complete the Video induction EBT-CVS with hypnosis and training to management/ treatment emotions for a total time of 1 hour 14 minutes and 40 seconds. Materials and Methods: The sample was taken after a presentation of the research made in collaboration between Private Medical Study and ASST Bergamo West/East with a total of patients who performed Tool Test on Emotions and Synesthesia. The study sample that performed Tool Test remotely with Quilgo, 19 patients performed the Tool in Google, among them 5 also performed the Test of emotions and hypnotic induction in video EBT-CVS program. Only the Video-Emotional induction/synesthetic test with evaluation of the 5 subjects, already known for years, evaluate their neuro-endocrinal and psychological pathology conditions, as described above, with 3 preliminary tests for stable their psycho-intellectual state of departure in sufficient well-being, the respective tests are: Mini Mental state examination (Italian) by MF Folstein, Raven’s standard Matrices, Test to evaluate the Hypnosis Induction Profile or Hypnotic Induction Profile of Spiegel (HIP), the Program with Tool Emotional/ Synesthesia Battery Test (EBT-CVS) and Video Test with Emotion Induction Test/Synesthesia Colombo-Vassallo-Shore or EBT-video CVS. Data analysis: The Google Test Tool EBT-CVS was sent to 44 patients in charge, of which 19 completed and sent within the 90 minutes required as the maximum time of performance. Of the 19 patients who performed it correctly. The data of the 19 tests performed have for age a range of 10-84 years, average 41,78 of years old and an average score of EQ (Emotional Quotient) of 56%, median of 54,02% and a range of 38,98%-91,10% at the EBT or Emotional Battery Test standard in Google Tool. 5 out of 19 patients tested by means of preliminary assessments, inherent our Video-Test of induction of emotions up to hypnosis, induced by the same associated video, and music in the final part of the test of recognition related also to facial expressions own and others. We analyzed the data with Anova-Mongomery 2001 to perform a variance analysis of the Tool Emotional Battery Test attended by 19 patients (Attachment 1-2, tables and graphics). Conclusions: Considering the data collected, I think it is appropriate to reflect on the tests available to us to evaluate the Emotional Quotient (Emotional/Synesthetic) of 19 persons to better understand the conscious and unconscious behavior of our patients. They can do this test in Google Tool and/or Video-Test of the Emotional Battery Test. The aim of EBT-CVS is to induce emotions with 5 senses

College Students' Readiness to Change in Physical Inactivity Behavior using Perfection Quotient Behavioral Model

Background: In 2022, about 25% of U.S. adults reported engaging in no leisure-time physical activity, and among those who reported being physically active, only 24% engaged in enough physical activity to meet both aerobic and muscle-strengthening physical activity guidelines. Physical inactivity has been linked to a higher risk of all-cause mortality, numerous chronic diseases, and negative mental health outcomes such as anxiety and depression. Physical inactive behavior is influenced by individual and environmental influences and becomes more acute in college students. Objectives: In this study, we deploy a novel behavioral model called Perfection Quotient (PQ) and its components/ constructs Health Emotional Quotient (HEQ), Health X Quotient (HXQ), and Health Spiritual Quotient (HSQ) to explain the readiness to change for physical inactivity behavior in a sample of college students in Mississippi, USA. Methods: Cross-sectional study was undertaken at a public university in Mississippi. A random sample of 572 was drawn from 5,000 students from the university registrar’s list. A 37-item survey delivered via QualtricsTM online survey software was administered among students aged > 18 years. The survey included questions on the three constructs of PQ. The association between these three components and physical inactivity was assessed using binomial logistic regression. Results: Of the survey respondents 51.2% (n=293) reported intentions to change their physical inactivity behavior. The mean scores of the constructs of the PQ model were, HEQ = 29.81 units (SD = 5.74; observed and possible range: 0-40), HXQ = 23.67 units (SD = 4.67; observed range: 0-34; possible 0-36), HSQ = 17.78 units (SD = 4.93; observed and possible range: 0-24), PQ = 71.38 units (SD 12.18; observed range: 0-97; possible 0-100). HEQ with its components of self-awareness, mood management, and self-motivation had an odds ratio of 0.947 (95% CI: 0.905 to 0.992) and was marginally negatively associated with the likelihood of readiness to change physical inactivity behavior (p<0.02). HXQ with its components of cautiousness, independence, and competition had an odds ratio of 0.996 (95% CI: 0.944 to 1.051) and was not a significant predictor (p>0.05). HSQ with its components of self-love and love for others was marginally positively associated with the likelihood of readiness to change physical activity behavior (p<0.005) and had an odds ratio of 1.077 (95% CI: 1.022 to 1.135). Conclusion: These findings suggest that the three constructs of the PQ model need to evolve further, instrumentation augmented, and further longitudinal studies designed.

Thinking Process of Junior High School Students in Solving Mathematics Problems Based on Emotional Quotient

Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.

Strategi Pengembangan Kecerdasan Emosional Santri di Yayasan Pondok Pesantren Attohiriyah Alfadiliyah Bodak Lombok Tengah

Learning strategies can be interpreted as plans which contain a series of activities designed to achieve certain educational goals. The strategies referred to this research are about the ways carried out by parties who have a relationship with the development of the students’ emotional quotient, with those strategies it is hoped that the students’ emotional quotient can develop easily without having to sacrifice big things. The objectives of this research were to find out how the strategies for developing the students’ emotional quotient were, and how the quality of emotional quotient was developed at the Foundation of Attohiriyah Alfadiliyah Islamic Boarding School in Bodak, Central Lombok. This type of research was descriptive qualitative research. Techniques used in collecting the data were observation, semi-structured interviews, and documentation. The researcher used data condensation, data presentation, and conclusion drawing in doing data analysis. The results of the research showed that the strategies used in developing the students’ emotional quotient were in the form of (1) studying the book of Ta'lim Muta'allim and the book of Al-Akhlak Lil Banin, (2) Avoiding excessive criticism, avoiding derogatory comments, or making fun of children, (3) Using visitation and praise to train children, (4) Teaching to be honest, (5) Getting used to or managing emotions. Furthermore, the quality of the male students’ emotional quotient at the Foundation of Attohiriyah Alfadiliyah Islamic Boarding School in Bodak, Central Lombok, was on average in managing anger and love feeling was relatively very good.

Relationship between the Mathematical Quotient and Emotional Quotient as a Driven Factor to Improve the Social Profile Characteristics of Students

Relationship between the Mathematical Quotient and Emotional Quotient as a Driven Factor to Improve the Social Profile Characteristics of Students

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACCOUNTING UNDERSTANDING IS STRENGTHENED BY SELF-EFFICACY

The purpose of this study is to evaluate students' emotional intelligence levels and determine how the self-efficacy factor influences their comprehension of accounting. At two universities in Yogyakarta, UPN "Veteran" Yogyakarta University, which represented accounting students from the academic/Strata 1 (S1) at state universities, and Yogyakarta YKPN Polytechnic, which represents accounting students from the vocational education level, namely Diploma 3 (D3) and Applied Bachelor (D4), the researcher collected populations from students majoring in accounting at either the Diploma 3 (D3), Applied Bachelor (D4), or Strata 1. This study demonstrates how emotional intelligence affects accounting comprehension. The findings of this study also indicate that self-efficacy improves the link between emotional quotient and accounting knowledge.

Pengaruh IQ (Intelligence Quotient) Dan EQ (Emotional Quotient) Terhadap Pengambilan Keputusan Pejabat Pengadaan/Pokja Pemilihan Pada Proses Pengadaan Barang/Jasa Pemerintah Di Kabupaten Pangandaran

This article is to determine the effect of IQ (Intelligence Quotient) and EQ (Emotional Quotient) on the decision making of procurement officials/selection working groups in the process of procuring goods/services in Pangandaran district. Procurement of Government Goods/Services is the activity of procuring goods/services by Ministries/Institutions/Regional Apparatuses financed by the APBN/APBD whose process starts from identification of needs to the handover of the work. Human Resources in Government Goods/Services Procurement, namely Procurement Officers/Selection Working Groups who have the skills to determine providers who are able to work on work packages. This can be viewed in terms of IQ (Intelligence Quotient) and EQ (Emotional Quotient). This study aims to determine (1) The effect of IQ (Intelligence Quotient) on the Decision Making of Procurement Officials/Election Working Groups in the Government Procurement of Goods/Services. (2) The Influence of EQ (Emotional Quotient) on the Decision Making of Procurement Officials/Election Working Groups in the Government Procurement of Goods/Services. (3) The simultaneous influence of IQ (Intelligence Quotient) and EQ (Emotional Quotient) on the Decision Making of Procurement Officials/Election Working Groups in the Government Procurement of Goods/Services. The method used in this study is a quantitative method by analyzing the data from the questionnaire. The results of the study show that: (1) There is a positive and significant influence of IQ (Intelligence Quotient) on the Decision Making of Procurement Officials/Election Working Groups in the Government Procurement of Goods/Services. (2) There is a positive and significant influence of EQ (Emotional Quotient) on the Decision Making of Procurement Officials/Selection Working Groups in the Government Procurement of Goods/Services; (3) There is a positive and significant influence of IQ (Intelligence Quotient) and EQ (Emotional Quotient) simultaneously on the Decision Making of Procurement Officers/Election Working Groups in the Government Procurement of Goods/Services.

I Enjoy Writing and Playing, Do You?: A Personalized and Emotion Grounded Dialogue Agent Using Generative Adversarial Network

Social chatbots have gained immense popularity, and their appeal lies in their capacity to respond to diverse requests, but also in their ability to develop an emotional connection with users. To develop and promote social chatbots, we need to concentrate on increasing user interaction and consider both the intellectual and emotional quotient in conversational agents. In this work, we propose the task of empathetic, personalized dialogue generation giving the machine the capability to respond emotionally and in accordance with the persona of the user. We design a generative adversarial framework, named EP-GAN (Empathy and Persona aware Generative Adversarial Network) that generates responses that are sensitive to the emotion of the user and corresponds to the persona. The persona information is encoded as memory vectors that, along with the dialogue history, are fed to the decoder for generation. An interactive adversarial learning framework is implemented to verify whether the generated responses elicit the emotion and persona in dialogues. Experimental results show that the EP-GAN framework significantly outperforms the existing baselines for both automatic and manual evaluation. We achieve an improvement of 1% in BLEU-4 and 2% in the emotion accuracy metric compared to the best performing baseline.

SUNDANESE TRADITIONAL GAMES AS MEDIA FOR PROMOTING CHILDREN’S COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DEVELOPMENT IN CIKAUM SUBANG

Preschool age that ranges from three to five years old is considered as a critical period for children’s development in several aspects. This development is highly suggested to be stimulated through activities that can be enjoyed by the children. Starting from this point, this study aims to investigate how Sundanese traditional games can promote the development of children’s cognitive, affective, and psychomotor abilities that are widely recognized as the three crucial learning domains proposed by Bloom (1956). The study that was conducted in Early Childhood Education (PAUD) in Cikaum Subang employed a descriptive qualitative method. The data of this study were taken from questionnaires that were distributed to 92 PAUD teachers as the participants. The study reveals that about 85% of the participants implemented traditional games as one of the teaching methods in their classes. Based on the analysis, it was found that the various types of traditional games employed by singing, guessing riddles, doing role play, and involving physical activities could promote the development of children’s cognitive, affective, and psychomotor capacities in three main ways. First, they provided children with game activities that could stimulate their thinking, counting, remembering, and solving problems capacity. Second, they helped develop children’s emotional quotient through the values learned and rules implemented in the games. Lastly, they involved physical activities that could improve the children’s strength, durability, flexibility,and balance.

EFFECT OF EMOTIONAL INTELLIGENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PAKISTAN

Abstract
 The aim of the quantitative correlational study was to investigate the association between students’ academic performance and emotional intelligence. In this study, 700 10th graders from 20 high schools in the district of Lahore were randomly selected. By administering the Bar-On (2002) “Emotional Quotient Inventory Short form,” students’ emotional intelligence was assessed, whereas their academic achievement was determined by their results on the ninth-grade final examinations. Techniques for inferential statistical data analysis were used, including Pearson r, the independent sample t-test, and linear regression.According to the study's findings, academic achievement and emotional intelligence are favorably associated. Academic achievement and emotional intelligence mean scores varied across male and female professors. The outcomes also showed that, at the secondary level, learners’ academic performance was significantly impacted by their emotional intelligence. The findings of this study showed that academic achievement in secondary schools is significantly influenced by emotional intelligence. The findings showed that emotional intelligence abilities are necessary for good students to perform well in school.

Technology Innovation and Disruption in Plastic Surgery: Intelligence Quotient, Emotional Quotient, and Technology Quotient.

This article is an introduction to the new PRS Tech Disruptor Series, the culmination of work originating from the Technology Innovation and Disruption Presidential Task Force. Our technology quotient is important to our success as individuals and as a specialty society. The goal of this new series is to address the broader concepts in technology as they relate to plastic surgery and thus enhance the technology quotient of readers and, in turn, of the specialty and specialty society. Critical topics related to technology, their current and future impact on plastic surgery, and the opportunities and barriers in research, education, and advocacy will be addressed. The intent is for readers to engage in dialogue and think outside the box about the current and future impact of technology.

The Effects of Emotional Intelligence-Oriented Psycho-Education Programme on Problem Solving and Decision-Making Skills

The study's goal is to find out how emotional intelligence training affects adolescents' capacity for problem-solving and making choices. With a pretest-posttest control group, this study is an actual experimental design. 22 students who were enrolled in secondary school using this paradigm participated in the study. Nonparametric tests like Mann Whitney U and Wilcoxon Signed Ranks were deemed appropriate for data analysis because there were fewer than 30 students in each of the experimental and control groups. Problem-solving and decision-making abilities were employed in the experimental and control groups of the conducted pretest findings, which are initially used for emotional intelligence. According to the study's findings, there was a significant difference in the students in the experimental group's total scores for emotional intelligence (Z = -2.402, p.05), problem solving (Z = -2.845, p.01), and decision-making skills (Z = -2.580, p.05). It has been discovered that emotional intelligence is useful in the improvement of decision-making abilities. The results of the study showed that there was a significant difference in the emotional quotient of the pupils in the experimental group (p.01). Additionally, a statistically significant difference in favor of the experimental group was discovered for both problem-solving and decision-making abilities (p .01). These results were talked about and understood.

A Study of Level of Emotional Intelligence among Adolescent Students Based on Gender

Learning is a continuous process that depends as much on the student's careful recognition of their own knowledge as it does on the teacher or pedagogy. For a while, the intellect quotient has been used as the only indicator of a student's success but as the world approached the twenty-first century, research revealed that Emotional Quotient is a stronger predictor of success than other traditional measures of cognitive intellect. The performance of students will continue to be greatly influenced by their emotional intelligence, especially in the wake post the pandemic. The aim of the current research is to study the gender difference of emotional intelligence levels of junior college students and secondary school students. Irrespective of the level where the students are studying, the findings revealed that female students scored higher than their male counterparts on emotional intelligence quotient.

Coaching to Develop Emotional Intelligence and Decrease Work-Family Conflict: An Application of the Work-Home Resources Model.

Research on emotional intelligence has provided robust support for its importance for job performance and leadership success. More recently, research is turning to understand the impact emotional intelligence has on personal success and physical and mental well-being. Thus, the current study examines emotional intelligence from a Work-Home Resources perspective, exploring what components within the Emotional Quotient model of emotional intelligence can serve as a buffer for work-family conflict. Additionally, this study examines if the contextual resource of EI executive coaching can serve as a method of modifying the personal resource of emotional intelligence. As leaders and practitioners are increasingly focusing attention on employee development of emotional intelligence competencies, our study examines EI executive coaching as a method to increase emotional intelligence, not only for performance improvement, but also for personal well-being. Using a diverse sample of employees and leaders measured at two time points, the current study found that emotional intelligence is negatively related to work-family conflict. Further, an increase in specific dimensions of emotional intelligence through EI executive coaching is related to a decrease in work-family conflict. Implications for theory and practice are discussed.

The Emotional Quotient Competence and Tri Hita Karana Culture Moderating the Influence of Task Complexity towards the Auditor Performance

Challenges in auditor performance with increasing task complexity result in a decrease in the quality of auditor performance. The research aimed at proofing the emotional quotient competence and Tri Hita Karana culture in moderating the influence of task complexity on auditor performance. The population of this research was the auditor at the Public Accountant Office in Bali. The sample was chosen using a purposive sampling technique. The data analysis used SEM-PLS (Structural Equation Modeling-Partial Least Square) assisted by the software SmartPLS Version 3. The result of the research shows that the complexity of the task influences negatively significant towards the auditor's performance. The task complexity influences dominantly towards the auditor's performance. The emotional quotient influences positively significant towards the auditor's performance. The culture of Tri Hita Karana influences positively significant towards the auditor performance. The emotional quotient significantly moderates the complex influences of tasks on the auditor's performance. More specifically, the emotional quotient weakens the negative influence of task complexity on auditor performance. The culture of Tri Hita Karana significantly moderates the influence of task complexity on auditor performance. Specifically, the culture of Tri Hita Karana weakens the negative influence of task complexity on auditor performance. The implication of this study is the importance of improving emotional intelligence skills and the implementation of Tri Hita Karana culture as supporting factors to improve auditor performance in facing task complexity.